New Perspectives in Science Education

Edition 13

Accepted Abstracts

Knowledge of Students in the Degree in Early Childhood Education about Mathematical Manipulatives

Isabel Duarte, Universidad Rey Juan Carlos - Universidad de Almería (Spain)

Mónica Arnal-Palacián, Universidad Rey Juan Carlos (Spain)

Abstract

In this paper we show the analysis of a questionnaire intended for the students of the degree in Early Childhood Education about their knowledge on manipulatives that can be used for mathematical activities. The survey was conducted before students got real experience through their internships with 3-6 age groups. Torra (2016) claims that manipulatives are essential to learn Mathematics in the early childhood. They also allow children to learn through practical experiences using items they can hold and touch (Chen, Brownell and Uttal, 2018).
The main focus of research is to know if teachers in training do consider important the knowledge of the manipulatives. Questions were divided in two levels: the first one, about the existence and use of different manipulatives; and the second one, about their experience using them in a Mathematics lesson.
Some of the manipulatives students were questioned about were: the abacus, both horizontal and vertical, base ten blocks, Cuisinaire rods, geoboard, tangram, meccano strips, tape measure, among other things.

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